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THE BOARD OF EDUCATION 
of the CITY OF CHICAGO 



The Education Division 
ELEMENTARY SCHOOLS 

Elementary 
Social Science 

GEOGRAPHY 
HISTORY 



September f 1921 



Peter A. Mortenson, Superintendent of Schools 



iSHEa5HSasa5iSHSESHSaS2SE5SSHSE5HSH525ESS5H5H5ESHSH5E5a525HSH£ 

Ed. 8032 



MEMBERS OF THE BOARD OF EDUCATION 
OF THE CITY OF CHICAGO 



MR. EDWIN S. DAVIS, President 

MR. JACOB M. LOEB 

MR. JAMES B. REZNY 

MRS. FRANCIS E. THORNTON 

DR. SADIE BAY ADAIR 

MR. ALBERT H. SEVERINGHAUS 

MR. HART HANSON 

MR. FRANCIS E. CROARKIN 

MRS. PAULINE STRUWING 

MR. J. LEWIS COATH 



LIB«A«Y OF CONGRESS 

NQY 8-1121 

OOCUWICNTS LijViSION 



•^ 




The Superintendent of Schools believes that the follow- 
ing Course of Study in Geography and its suggestive inter- 
pretation will be more easily realized where the subject is 
handled departmentally in the grammar grades. 

Where the work is departmentalized, it is advisable that 
not more than two subjects in addition to Art and Music be 
taught in this manner. 

PETER A. MORTENSON, 

Superintendent of Schools. 



SYNOPSIS OF THE COURSE OF STUDY 
IN GEOGRAPHY 



GRADE 4-B 

1. Local Geogiaphy. 

A. Park experiences of the children. 

B. Discussion of trips within or near the city. 

C. Gardening experiences of the children. 

D. A study of the immediate neighborhood. 
II. Geography of Distant Places. 

A. Fur. A study of a cold desert region. 

B. Dates. A study of a hot desert region. 

GRADE 4-A 

A. Ivory. A study of the jungles of Africa. 

B. Rubber. A study of the Amazon Valley. 

C. Tea. A study of China, Japan, and India. 

D. Wool. A study of Australia. 

E. Flax and Linen. A study of Europe. 

F. Coal. A study of North America. 

GRADE 5-B 

THE WESTERN HEMISPHERE. 

A. A study of the Western Hemisphere through 

products common to both continents; wheat, 
wool, cattle, cane sugar, bananas. 

B. A study of the Panama Canal. 

C. South America, Central America, and Mexico. 

Coffee, cocoa, silver mining, nitrates. 

GRADE 5-A 

NORTH AMERICA AND THE UNITED STATES. 

A. Fishing. A study of the coast line of North 

America. 

B. Lumbering. A study of forest areas. 

C. Petroleum. A study of the oil regions of North 

America. 

D. Iron and Coal. 

E. Cotton. A study of textile raw material. 

F. Cereals. A study of fertile agricultural region. 

G. Fruits. 

3 



GRADE 6-B 

EUROPE. 

A. A general approach through a study of immigra- 

tion. 

B. Beet sugar. 

C. Wheat. 

D. Flax. 

E. The fishing industry. 

F. Dairy products. 

G. Olives. 

H. Iron and Coal. 

I. Minor topics. 

J. The geography of Europe as a whole. 

GRADE 6-A 

A DETAILED STUDY OF ASIA, AFRICA AND 
AUSTRALIA. 

I. Asia. 

A. Preliminary study. 

B. A general survey of Asia. 

C. Central Asia and its people. 

D. Siberia. 

E. Japan. 

F. China. 

G. India. 

H. Southeastern Asia. 
I. Southwestern Asia. 

11, Africa. 

A. Preliminary study. 

B. A general survey of Africa. 

C. The Sahara Desert. 

D. The Congo region. 

E. British Africa. 

4 



III. Australia. 

A. The geography of Australia. 

B. How the people of Australia respond to the 

location, surface, climate, and natural re- 
sources of their continent. 

GRADE 7-B 

I. NORTH AMERICA. 

A. The Great Central Plain of North America. 

B. Appalachian Highlands and the Atlantic Coastal 

Plain. 

C. The Western Highlands and the Pacific Coast. 
n. SOUTH AMERICA. 

A. A general survey of South America. 

B. The great plains of South America. 

C. The Atlantic Highlands. 

D. The Andean Highlands. 

GRADE 7-A 

THE EASTERN HEMISPHERE. 
I. Europe. 

A. Problems of location, climate, surface, coast 

line, drainage, national boundaries. 

B. Problems relating to plant and animal life. 

C. Problems with relation to raw materials, manu- 

facturing, transportation and markets. 

D. Pi'oblems relating to population, social condi- 

tions and political conditions. 

E. Problems relating to the colonial possessions 

of the countries of Europe. 



II. 


Asia. 


III. 


Africa. 


IV. 


Australia and Oceania. 




5 



ELEMENTARY GEOGRAPHY 



It is hoped that the following interpretation of the 
Course of Study in Geography will prove valuable in showing 
what topics may profitably be considered under the various 
headings of the course, and also be helpful in the presenta- 
tion of this subject. 

Elementary geography necessarily involves the con- 
sideration of many subjects. It is impossible to state arbi- 
trarily whether certain topics are or are not to be considered 
geography. The study should consider the people and their 
activities in the child's neighborhood, for through his direct 
experiences properly amplified and modified, he obtains the 
materials out of which he will build up his images of more 
remote parts of the earth. These pictures of peDple and places 
more or less remote, each with its characteristic activities, 
will contribute to the building up of a world of which the child 
is the center. Starting out with his immediate experience, 
his world grows either from first-hand experiences or from 
indirect data derived from pictures, from boolcs or from the 
conversation of others. That his growing world may develop 
geographically, it is necessary that the teacher make a care- 
ful selection of materials used, that she help the child to 
enlarge his direct experience and that she courageously re- 
ject all topics which r'o not contribute to clear, definite world 
pictures of man's relation to and dependence upon geographic 
conditions. 



GRADE 4-B 

I. PURPOSE AND METHOD. 

The purpose of the work of this semester is to help the 
pupils organize their first-hand geographical experiences in 
such a way that they will be useful in giving meaning to 
the activities going on about them and in more distant 
places. 

The drawing of simple maps which the pupils recognize 
as symbols of their ov/n experiences will assist them later 
m understanding that a formal map is a symbol of other 
phases of human experience. 

The work of grade 4-B should be informal and the reci- 
tation should be of the conversation type. Teachers should 
employ drawing, paper cutting, poster making, and other 
forms of handwork to assist in making the work as concrete 
as possible. 

II. SUGGESTED TOPICS. 

A. Park experiences of the children. 

B. Discussion of trips within or near the city; to Lake 

Michigan, the Municipal Pier, the Field Museum 
Forest Preserve, the Dunes, a farm. 

C. Gardening experiences of the children. 

D. Study of the immediate neighborhood. 

E. Fur. A study of a cold desert region. 

F. Dates. A study of a hot desert region. 

III. ILLUSTRATION. 

A. Park experiences of the children. 

1. Make a list of parks visited by the children. 

2. Select for study the park most familiar to the 

children. 

3. The trees and plants in the park. 

4. The birds and animals in the park. 

5. Discuss the size and shape of the park, the land 

and water areas, shrubbery, open spaces, 
roads. How these add to the beauty and 
convenience of the park. 

6. Contrast the seasons in their effect upon the 

P^i'k. When do the grass and trees grow? 
When do most of the birds come? What 
becomes of most of the birds in the winter? 
Which birds stay with us all winter? 



7. A visit to Lincoln Park. 

Make a list of the animals kept in the park. 
Which of these animals come from cold 
countries ? From warm countries ? Why do 
some of the park animals remain out of 
doors all winter while others are kept in a 
warm place? Food of the animals. Which 
animals are plant and which are meat 
eaters ? 

8. Map Study. 

In the study of a park near the school a 
sketch map should be drawn in a horizontal 
position on floor or table. This map should 
be hung by its north edge on a north wall. 
The relative location of the school, the park, 
well-known buildings, and the connecting 
streets should be indicated. Distances and 
directions as shown on the map should be 
explained. 

B. A trip to Lake Michigan. 

Discuss the car lines taken and the direction and 
distance traveled. The shore of Lake Michigan. 
The boats seen. Why are docks, piers, break- 
waters, and lighthouses necessary? The expe- 
rience of children who have crossed the lake. 

C. Gardening Experiences of the Children. 

The preparation of a garden in the spring. Plant- 
ing seeds. Care of the garden. Vegetables 
usually grown. The part of the vegetable used. 
Vegetables used in summer. Those put away for 
winter use. Effect of frost on the different vege- 
tables in the garden. Vegetables requiring a 
short growing season. Those needing a long 
season. 

D. A Study of the Immediate Neighborhood. 

The size and shape of the school district. The 
local business district and the cause of its loca- 
tion. Its relation to the homes of the children. 
The different kinds of wagons and trucks used on 
the streets. Where does the local dealer get his 
goods ? 
NOTE: — The study of "Fur" and "Dates" is undertaken for the 
purpose of giving the pupil a knowledge of distant regions 
wherein the climate, topography, and living conditions are in 
startling contrast to the child's home environment. The 
products studied pass through few changes between the 
producer and the consumer. 

8 



E. Fur. A Study of a Cold Desert Region. 

1. Make a collection of fur samples. Study pic- 

tures of the animals from which the fur is 
obtained. 

2. Of what use is fur to the animals ? 

3. How fur-bearing animals are captured. 

4. The seal; appearance, habits, food, enemies. 

Study pictures of seal hunting. 

5. Study pictures of land where the seal lives; 

the climate ; plant life ; other animals. 

6. The people of these cold regions ; their homes, 

dress, occupations, food, tools, weapons, 
games, and mode of travel. 

7. Make a large poster of an Eskimo village. 

8. Informal study of a wall map of North Amer- 

ica ; point out Chicago and the Eskimo land ; 
notice the many islands. How would you 
get from Chicago to the Eskimo country? 
How long would it take ? 

F. Dates. A Study of a Hot Desert Region. 

Study samples of dates. Use in the home. Study 
pictures of the date palm. Is the climate hot or 
cold? Dry or rainy? Study pictures of the 
desert. Desert animals. The people and how 
they live. Desert travel. Informal globe and 
wall map study. 

At the end of grade 4-B the child should have well 
organized ideas of the immediate vicinity over which he or 
his classmates have traveled. He should have some under- 
standing of his dependence upon not only his neighbors but 
also upon strange and distant peoples. He should have had 
a little practice in the use of maps in connection with the 
discussions of the Suggested Topics. 



4-B GEOGRAPHY 
Pupils' Reference List 



Author 

Andrews 

Bradish 
Carpenter 

Chance 
Lane 

Muller 

Mirick & Holmes 

Perkins 

Peary 

Peary 

Smith 

Starr 

Winslow 



Book 

The Stories Mother Nature 
Told 

Stories of Country Life 

Around the World With the 
Children 



Publisher 

Ginn & Co. 
American Book Co. 



American Book Co. 

Little Folks of Many Lands L. C. Page 

Wide World— Youth's 
Companion 



Little People of the Snow 

Home Life Around the 
World 

The Eskimo Twins 

Children of the Arctic 

The Snow Baby 

Eskimo Stories 

Strange Peoples 

Our American Neighbors 



Ginn & Co. 

A. Flanagan Co. 

Houghton, Mifflin Co. 
Fred. Stokes Co. 
Fred. Stokes Co. 
Rand, McNally & Co. 
D. C. Heath & Co. 
D. C. Heath & Co. 



Teachers' Reference List 



Carpenter 


Africa 


American Book Co. 


Dodge 


A Reader in Physical 
Geography 


Longmans, Green & Co, 


Fairbanks 


Home Geography 


Educational Pub. Co. 


Kearner 


Date Gardens of the Jeris 


Nat. Geo. Magazine 


Macmillan 


Four Years in the Frozen 

North 


Harper Bros. 


Peary 


Nearest the Pole 


Doubleday, Page & Co. 


Rasmussen 


The People of the Frozen 
North 


J. B. Lippincott 


Reed 


Dune Country 


Lane 


Schwalka 


The Children of the Cold 


Cassell & Co. 


Tarbell 


Introductory Geography 


American Book Co. 



The Pictorial Geography 
Series — Excellent 
Illustrations 



Nat. Geog. Society 



10 



GRADE 4-A 

I. PURPOSE AND METHOD. 

Through the work of this grade the pupil should gain 
a view of the world as a whole. The study of a continent is 
approached through an organization of the pupil's first 
hand experiences with familiar articles. These products 
are followed back to the region of production. A simple 
account of the method of production and of the living condi- 
tions of the people is followed with a consideration of the 
more obvious geographical factors which make the produc- 
tion of the article possible or necessary. 

II. SUGGESTED TOPICS. 

A. Ivory. A study of the jungles of Africa. 

B. Rubber. A study of the Amazon Valley. 

C. Tea. A study of China, Japan, and India. 

D. Wool. A study of Australia. 

E. Flax and Linen. A study of Europe. 

F. Coal. A study of North America. 

III. ILLUSTRATION. 

A. Ivory. A Study of the Jungles of Africa. 

1. Make a collection of articles made of ivory. 

2. Talk about elephants; the uses of tame ele- 

phants ; study pictures of wild elephants. 

3. Study pictures of the African jungles. 

4. How elephants are hunted for the ivory. How 

the tusks are transported to the sea coast. 
How ivory gets from Africa to Chicago. 

5. The people; their appearance, dress, houses, 

food, weapons, and occupations. 

6. Cpnstruct a large poster of an African jungle. 

7. The geography of Africa. 

Informal study of globe, wall maps, and book 
maps. 

a. Direction from North America. The 

ocean lying between. What land is 
north of Africa? Notice the many 
islands east of Africa. 

b. Compare the coast line of Africa with 

that of North America. Which 
would be easier to draw? 

c. Point out the Sahara Desert. Recall 

the study of dates in grade 4-B. 

d. Point out the great rivers and lakes 

in Africa. 

11 



B. Rubber. A Study of the Amazon Valley. 

The uses of rubber. Study pictures of the Ama- 
zon river and the tropical forests of the valley. 
Temperature, rainfall, plant and animal life. The 
people. How rubber is obtained. How it reaches 
the United States. 
The geography of South America. 
Direction from North America. From Africa. 
Waters separating them. Compare coast lines. 
Point out the great rivers of South America. 
Notice the long chains of mountains. 

C. Tea. A Study of China, Japan and India. 

Make a collection of several varieties of tea. 
Place in water and unroll the leaves. From whom 
does your grocer buy tea? How does tea reach 
the United States? 

Study pictures of the tea plant. Picking the 
leaves; sorting, drying; packing. 
The geography of Asia. 

Locate on wall and book maps; China, Japan, 
India, Ceylon. Study pictures of the people, the 
cities. Notice the position of Asia with relation 
to the other continents. Where is the coldest 
part? The warmest? Notice that Japan con- 
sists mostly of islands. Notice the many islands 
south of Asia. Notice the many long rivers in 
Asia. 

D. Wool. A Study of Australia. 

Uses of wool. Study samples of all wool cloth; 
cloth having cotton warp; cloth in which cotton 
and wool are twisted together. Study pictures 
of Australian sheep ranches. The work done on 
a sheep ranch. 
Informal map and globe study of Australia. 

E. Flax and Linen. A Study of Europe. 

Study articles made of linen. Study pictures of 
the flax industry. How flax is prepared for spin- 
ning and weaving. 
Informal map study of Europe. 
Locate the flax growing and linen manufacturing 
regions. Location of Europe with relation to 
the other continents. 

Notice the very irregular coast line. Point out 
and name the important countries of Europe. 
Is the climate about like our own? How would 
you reach Europe from Chicago? 

12 



p. Coal. A Study of North America. 

Uses. Study samples of hard and soft coal. 
Street transportation. Railroad transportation. 
Study pictures of mines. The work of the miner. 
Point out the coal mining regions near Chicago. 
Point out other cities that are located near the 
coal regions. 

Informal map study of North America. 

This work should be carried on with the maps 

before the children. See "Illustration" on page 11. 

At the end of grade 4-A the pupil should have fairly 
definite notions of the position of continents with relation 
to each other and to Chicago. He should know the sources 
of the articles studied and something of the people that 
produce them. He should have a feeling of obligation to the 
distant peoples who contribute something to his well being. 



13 



Author 

Brigham & 
McFarlane 

Carpenter 

Campbell 

Campbell 
Mirick 
MuUer 
MuUer 

Shall 

Wade 
Winslow 



4-A GEOGRAPHY 
Pupils' Reference List 



Book 

Geography 



Publisher 

American Book Co. 



How the World is Clothed American Book Co. 

Stories of Little Metzo — 
The Japanese Boy 

How the World is Fed American Book Co. 

Home Life Around the World Houghton, Mifflin Co. 



Little People of Japan 

The Story of Akimakoo — 
The African Boy 

Big People and Little Peo- 
ple of Other Lands 

Our Little Japanese Cousin 

United States 



A. Flanagan Co. 
A. Flanagan Co. 
American Book Co. 

D. C. Heath & Co. 



Teachers' Reference List 



Allen 

Bishop & Keller 

Bowman 

Chamberlain 

Chamberlain 

Fairbanks 
Fawcell 

Fisher 

Lock 

Rocheleau 

Rocheleau 



Geographical and Industrial 
Studies 

Commercial and Industrial 
Geography 

South America, a Geograph- 
ical Reader 

The Continents and Their 
People — Australia 

The Continents and Their 
People — South America 

Rocks and Minerals 

Penetrating the South 
American Jungle 

Resources and Industries 
of the U. S. 

Rubber and Rubber 
Planting 

Great American Industries, 
Minerals 

Great American Industries, 
Products of the Soil 

The Pictorial Geography 
Series — Excellent Illus- 
trations 

14 



Ginn & Co. 

Ginn & Co. 

Rand, McNally & Co. 

Macmillan Co. 

Macmillan Co. 
Educational Pub. Co. 

Travel Mag., July 1916 

Ginn & Co. 

Cambridge U, Press 

A. Flanagan Co. 

A. Flanagan Co. 

Nat. Geog. Society 



GRADE 5-B 

I. PURPOSE AND METHOD. 

A study of North and South America through a con- 
sideration of their products and the activities of people as 
affected chiefly by climate and surface. 

In this semester the two continents should first be con- 
sidered together. This may be accomplished by a study of 
products common to both : first, products of the temperate 
zone and, second, moving equatorward, products of the hot 
belt common to both North and South America. When this 
study is completed the two temperate regions of the western 
hemisphere separated by a wide, hot belt are established 
with reference to each other. 

In the study of products one element to be emphasized 
is place geography. A map should be constantly before the 
children, better still, several kinds of maps of the same area. 
By repeated reference to these maps they will become set- 
tings for all geographic activities studied throughout the 
grade. A place or area has no significance to children until 
it is made a scene of action. For this reason a detailed study 
of maps should never precede the study of the country. 

Since a study of page assignment is no longer accepted 
as the method by which to teach geography, the text and all 
supplementary books are to be regarded as sources of infor- 
mation where the children may find material needed to an- 
swer questions raised in their discussions. They should be 
used constantly for this purpose. The maps in these books 
should be used in connection with the large map. Frequent 
comparison of several maps is a useful and necessary method 
of fixing the elements of place geography. The atlas habit 
should be formed early in the grades. It is best cultivated 
by insisting that all places talked about in the classroom 
be definitely located. This knowledge may be fixed by 
various devices such as frequent comparison of several kmds 
of maps ; rapid sketching of maps from memory ; the filling 
in of outline maps ; or rapid class review exercises in which 
cities, countries and surface features are accurately pointed 
out on an unlettered map. 

Collections of pictures suitable to each grade should be 
made and used constantly to supplement the illustrations of 
the books. Children should be encouraged to make picture 
collections of their own and to bring in pertinent news- 
paper clippings. 

The illustrative work of this grade should include poster 
making, map sketching from memory, and the filling in of 
outline maps. 

15 



It is not intended that the study of the following topics 
shall be exhaustive or from an adult point of view. As in 
the work of the previous grade each study should have its 
beginning in the first hand experience of children with 
things and with the activities of the home. The purpose of 
the work is to create a series of world pictures out of 
children's direct experiences. When new areas are studied 
a child's reaction will be to place in the new areas the images 
created in former studies. 

II. SUGGESTED TOPICS. 

A. A study of the Western Hemisphere through 

products common to both continents; wheat, 
wool, cattle, cane sugar, bananas, etc. The fol- 
lowing outline for wheat is sufficiently complete 
to meet the needs of the grade. The outlines 
which follow wheat are only suggestions and may 
be elaborated to the same degree of fullness as 
the wheat outline. 

B. A study of the Panama Canal. 

C. A study of products characteristic of South Amer- 

ica, Central America and Mexico. 

III. ILLUSTRATION. 

A. The Western Hemisphere. 
1. Wheat. 

a. The wheat plant. Appearance in the 

field. 

b. Wheat on the great plains of North 

America including Canada; on the 
great plains of South America; 
Argentina. Similarity of climate and 
surface conditions in these regions. 

c. Planting, harvesting, threshing, market- 

ing of wheat with reference to the 
activities of the people involved 
rather than to details of machinery 
used. 

d. The making of flour (essential processes 

only). Minneapolis, a flour city. 

e. Location of the two great wheat pro- 

ducing regions of the two Americas: 

(1) On maps of texts, 

(2) On wall maps of Western 
Hemisphere. 

(3) On a blank slate wall map. 

1$ 



f . Location of other great wheat producing 

regions of the world ; Australia, India, 
Southeastern Europe and Siberia. 

g. Great wheat shipping centers; location 

on wall map ; on slated outline map of 
the world; Chicago, Duluth, Gal- 
veston, New Orleans, San Francisco, 
New York, Seattle, Montreal, Buenos 
Aires, Bombay, Cape Town, Odessa, 
Melbourne. 
h. Compare months in which wheat is har- 
vested in the north and south temp- 
erate belts. There is an abundance 
of good pictures illustrating this 
topic, 

2. Wool. 

To be treated as an expansion of the fourth 
grade study of the same topic with special 
reference to the mountainous and the semi- 
arid regions of the Western Hemisphere. 
Months in which sheep are sheared in both 
continents. Name spring months in Argen- 
tina; in the United States. Wool markets; 
Boston, Montevido. Other great sheep- 
raising countries. 

3. Cattle. 

A study of the similarity of the great plains 
of both continents. 

4. Cane Sugar. 

A tropical product. Brief account of the 
production and manufacture of sugar. Lo- 
cation of cane sugar areas in moist regions 
of hot belt. Location of hot belt. Sugar 
refineries. Markets. 

5. Bananas. 

The plant. Cultivation and harvesting. Lo- 
cation of banana producing countries. Trans- 
portation. The United Fruits Co. Costa 
Rica. 

B. A Study of the Panama Canal. 

Location; reasons for building; ownership; struc- 
ture; eifect on shipping distances between vari- 
ous countries of the world. 

17 



C. South America, Central Ameiica and Mexico. 

1. Coffee. 

Life on a coffee plantation. The trees. 
Planting. Cultivation. Harvesting. Ship- 
ping. Brazil, Central America and Mexico. 

2. Cocoa. 

Source, cacao trees. Where grown? Culti- 
vation. Harvesting. Manufacture of choco- 
late and cocoa. Mexico, Central America 
and north coast of South America. 

3. Silver Mines. 

Location, mining, smelting, transportation. 
Mexico and the Andean countries. 

4. Nitrates. 

Location of nitrate beds. Its transportation. 
Where shipped? Uses for fertilizers and 
the making of explosives. Chile. 

Throughout the 5-B grade the organization of knowl- 
edge acquired from these studies must be carried on in order 
to secure: 

Some definite ideas of the climate and surface; of 
the people ; their occupations, customs and habits. 

Some definite ideas of the highlands and great 
slopes of the continents with their river systems as 
effecting the occupations of the people. 

Some definite idea of the hot belt with its location ; 
the two temperate belts; the two cold belts; winds as 
rain carriers; wet and dry regions as shown on rain- 
fall maps. 

An appreciation of product areas and products. 

The relative location of the political divisions. 

A teacher will make her pupils familiar with important 
places and countries with which the study of the foregoing 
topics is concerned. For this purpose outline maps are inval- 
uable. The di'awing of rapid memory sketch maps in con- 
nection with topics suggested may be begun in this grade. 

At least the following each adequately motivated should 
be fixed. The important countries of North America and 
South America. The greatest mountain ranges of each con- 
tinent. The great rivers. The surrounding water bodies 
and such cities, islands, or other geographic factors as have 
acquired special interest in the half year's study. 

NOTE: — The comparison of the two continents will be further 
carried on in grade 5-A by a study of North America in- 
cluding Canada and by a detailed study of the United States. 

18 



Author 

Adams 

Allen 

Bean 

Brigham & 
McFarlane 

Carpenter 

Carpenter 

Chamberlain 

Chamberlain 

Dunton 

Edgar 
Rocheleau 

Surface 
Winslow 



5-B GEOGRAPHY 
Pupils' Reference List 

Publisher 

Doubleday, Page & Co. 



Book 

The Conquest of the 
Tropics 



Geographical and Industrial 

Studies (So. America) Ginn & Co. 



On the Wool Track 

Geography 

How the World is Clothed 

How the World is Fed. 

The Continents and Their 
People, North America 

The Continents and Their 
People, South America 

The World and Its People, 
So. American Republics 

Story of a Grain of Wheat 

Great American Industries, 
Products of the Soil 

Story of Sugar 

Our American Neighbors 



Lane 

American Book Co. 
American Book Co. 
American Book Co. 

Macmillan Co. 

Macmillan Co. 

Silver, Burdett & Co. 
Appleton & Co. 

A. Flanagan Co. 
Appleton & Co. 
D. C. Heath & Co. 



Teachers* Reference List 

Adams Commercial Geography Appleton & Co. 

Boyce Illustrated South America Rand, McNally & Co. 

Bowman South America Rand, McNally & Co. 

Bryce South America Macmillan Co. 

Fisher Resources and Industries of 

the United States Ginn & Co. 

Lindsay Panama and the Canal Today L. C. Page 

Rocheleau Great American Industries, 

Minerals A. Flanagan Co. 

Rocheleau Great American Industries, 

Products of the Soil A. Flanagan Co. 

Rutter Wheat Growing in Canada, 

the United States and 
Argentina Macmillan Co. 

The Pictorial Series — Nat. Geog. Society 

Excellent Illustrations 



10 



GRADE 5-A 

NORTH AMERICA AND A DETAILED STUDY OF THE 
UNITED STATES 

I. PURPOSE AND METHOD. 

A study of the United States and North America 
through important industries and products in their geo- 
graphic settings. As in the work of the previous semester, 
the method should be to expand the experiences of the child 
so as to build up a more detailed United States in its rela- 
tion to North America. 

Since the climate, topography and natural resources of 
a region deteiTnine in no small measure the customs and 
occupations of the people of that region, a study of the activ- 
ities of the people must bring about a knowledge of climate, 
topography and natural resources. The study of people 
carrying on characteristic industries affords the best means 
of studying the United States in detail. 

II. SUGGESTED TOPICS. 

A. Fishing. A study of the coast line of North 
America. 

B. Lumbering. A study of forest areas. 

C. Petroleum. A study of oil regions. 

D. Iron and coal. 

E. Cotton. A study of a textile raw material. 

F. Cereals. A study of a fertile agricultural region. 

G. Fruits. 

III. ILLUSTRATION. 

A. Fishing. A Study of the Coast Line of North 
America. 

1. In the Great Lakes. Methods of fishing, mar- 

keting. 

2. In rivers. Salmon fishing especially in the Co- 

lumbia River. Habits. Location of fisheries. 
Methods of catching, packing, drying, smok- 
ing and shipping. Other river fishing. 

3. Shore fishing. Oysters, clams, lobsters, 

sponges, shrimps. 

20 



4. Deep sea fishing. Cod, mackerel. Fishing 

smacks. Curing, packing, shipping. Fishing 
ports. Fishermen's homes. 

5. Seal fisheries. An amplification of the Fourth 

Grade topic, with special reference to Alaska 
and the Pribilof Islands. 

NOTE: — Frequent practice should be given the children in mak- 
ing rapid sketch maps of the coast line of the United States, 
the great river systems, and the Great Lakes with their out- 
let. 

B. Lumbering. A Study of Forest Areas. 

Lumber areas of the United States and Canada, 
the Pacific Northwest, Maine and the Great Lakes 
region, the Applachian region, and the Gulf 
Coastal PJain. Show that the method of lumber- 
ing in each section is dependent on climate and 
surface. Study lumber camps an1 lumberjacks. 
Transportation. Milling and lumber centers; 
Chicago, Bangor, Memphis, Portland, Ore., Mon- 
treal, Vancouver. Effect of destruction of for- 
ests. Problems of conservation of lumber and 
reforestation. 

C. Petroleum. 

Common uses of petroleum. Pictures of oil 
wells ; a "gusher." Oil tanks, oil cars. Great oil 
pipe lines to refining centers. Whiting, Ind., a 
typical center. Oil ships on the Great Lakes. 
Map study of the oil regions ; Oklahoma, Califor- 
nia, Kansas, Texas, Wyoming, Louisiana, Mexico. 
Oil fields in other parts of the world. Shale of 
the Rocky Mountains region, a new source of 
supply. 

D. Iron and Coal. 

Importance. South Chicago-Gary region, a place 
where iron and coal meet for manufacture of 
steel. 

1. Iron. Chief regions of the United States. Min- 
ing, open pit and shaft. Smelting. Great 
ore docks at Duluth. From pictures study 
mining towns, miners and their homes. 
Manufacture of steel. Blast furnaces. 
Freighters on the Great Lakes. Great 
centers of the steel industry ; Chicago, Pitts- 
burgh, Birmingham, Cleveland. 

21 



2. Coal, hard and soft. Coal areas of North Amer- 
ica. Difference between hard and soft coal. 
Discuss in a large way methods of obtaining 
coal. -The manufacture of coke and gas. 
Coke used in the manufacture of steel. Other 
great coal and iron regions of the world: 
England, Germany, France, Sweden. 

E. Cotton. 

The cotton plant. Production in the gulf region 
and in the irrigated regions of California, New 
Mexico and Arizona. Why is irrigation unneces- 
sary in most states ? The cotton boll. The fiber, 
long and short. Sea island cotton. The cotton 
gin. Ginning. Baling. The seed, its uses; oil, 
feed, fertilizer. Ports of shipment; Galveston, 
Savannah, Charlestown, New Orleans. Manu- 
facturing centers in the South as weH as in the 
North. Plantation life. Other cotton regions of 
the world: Egypt, India, China. 

F. Cereals. Review wheat. Using wheat outline for 

suggestions, study corn, rice, oats. 

G. Fruits. 

1. Citrus fruits in sub-tropical regions. Study an 

orange grove in California or Florida. Irri- 
gation, Methods of packing and shipping. 
Where shipped? 

2. Fruits used largely for drying, Raisin grapes ; 

Fresno, California. Prunes; Santa Clara 
Valley, California. Apricots. 

3. Other fruits ; apples, pears, grapes of the north- 

ern region. Pineapples; Hawaii and Cuba. 
The organization and generalization of knowledge 
acquired in the study of North America and the United 
States should be emphasized throughout the grade, with spe- 
cial attention to such place geography as the above topics 
suggest. A map or maps should be constantly before the 
pupils so that, as places become familiar through study of 
activities centering there, they may be definitely fixed with 
relation to one another and to the child. 

At the end of grade 5-A pupils should have an apprecia- 
tion of: 

The extent of North America with its varying 
climatic conditions from a tropical region into the Arctic 
region. The coast line of North America, the great 
plains, the highlands, the great slopes of the continents 
with location and direction of the chief rivers, espe- 
cially those used for shipping. 

22 



The location of the great fishing, lumbering, graz- 
ing, mmmg and agricultural regions of the United 
States, with a clear picture of the activities of each 
region. Countries of North America, states and de- 
pendencies of the United States. 

Children should become familiar with many im- 
portant places and countries with which the study of 
the foregoing topics is concerned. For this purpose 
outline maps are invaluable. 

The pupils should be able to : 

Sketch rapidly the outline of North and South 
America dividing into political divisions. 

Locate on an outline map the states of the United 

States. 

Place activities studied in appropriate areas. 
Locate on outline map all places with which study 
has made the pupils familiar. 



23 



Pupils' Reference List 



Author 


Book 


Publisher 


Carpenter 


How the World is Clothed 


American Book Co, 


Carpenter 


How the World is Fed 


American Book Co. 


Chamberlain 


The Continents and Their 

People, North America Macmillan Co. 


Curtis 


Story of Cotton 


Penn. Pub. Co. 


Edgar 


Story of a Grain of Wheat Appleton & Co. 


Martin 


Story of a Piece of Coal 


Appleton & Co. 


Rocheleau 


Great American Industries, 
Products of the Soil 


A. Flanagan Co. 


Smith 


Story of Iron and Steel 


Appleton & Co. 


Thompson 


From Cotton Field to 
Cotton Gin 


Macmillan Co. 


Tower 


Story of Oil 


Appleton & Co. 


Wilkinson 


Story of the Cotton Plant 


Appleton & Co. 


Winslow 


Our American Neighbors 


D. C. Heath & Co. 


Winslow 


The United States 


D. C. Heath & Co. 



Teachers' Reference List 



Adams 


Commercial Geography 


Appleton & Co. 


Burks 


The Story of Cotton 


Rand, McNally & Co, 


Curtis 


Wheat Culture 


Judd 


Fisher 


Resources and Industries 
of the United States 


Ginn & Co. 


Lyde 


Man and His Markets 


Macmillan Co. 


McFarland 


A History of New England 





Mill 

Myrick 
Rocheleau 

Rocheleau 

Rutter 

Todd 



Fisheries 

Searchlights on Some 
American Industries 

American Sugar Industry 



Appleton & Co. 



McClurg & Co. 
Judd 



General American 

Industries, Minerals 

General American 

Industries, Products of 
the Soil 

Wheat Growing in the United 
States, Canada and 
the Argentine 

The World's Cotton Crop 
24 



A. Flanagan Co. 

A. Flanagan Co. 

1 

Macmillan Co. 
Macmillan Co. 



GRADE 6-B 
Europe 
I. PURPOSE AND METHOD. 

The purpose of the work of this semester is to make 
an introductory study of the complex physiographical, in- 
dustrial, commercial and social conditions of the continent 
of Europe. 

The method pursued is one with which the pupils have 
become familiar through the work of the three previous 
semesters, that is, well-known products and activities are to 
be studied in their relations to the geographical conditions of 
this continent. The work should be so carried on that the 
previous experiences of the pupils shall be brought to bear 
upon each new problem. Constant comparisons with condi- 
tions in the western hemisphere are essential. 

n. SUGGESTED TOPICS. 

A. A general approach through a study of immigra- 

tion. 

B. Beet sugar. 

C. Wheat. 

D. Flax. 

E. The Fishing Industry 

F. Dairy Products. 

G. Olives. 

H. Iron and Coal. 

I. Minor Topics. 

J. A general survey of Europe. 

III. ILLUSTRATION. 

A. Immigration. 

Make a list of the European countries from which 
many immigrants come to Chicago. Locate these 
countries on a map and group them as northern, 
central or southern. Why do these people leave 
their home lands? What industries in Chicago 
employ large numbers of these immigrants ? 

B. Beet Sugar. 

1. Sugar as a food. The consumption of sugar in 

the United States. Compare value of our 
sugar import with our wheat export. 

2. Locate the cane and beet sugar areas of North 

America and South America. 

25 



3. Gimate required to grow sugar cane. To grow 

sugar beets. 

4. Beet sugar regions of Europe; Northern 

France, Belgium, Germany, Poland and 
Central Russia. Sugar refining centers of 
Europe. 

5. Compare cane and beets as sources of sugar. 

Increase of sugar content of beets. 

6. The preparation of the soil for beets. The la- 

borious care of the plants. Harvesting. 
Why is a cheap and plentiful labor supply 
necessary? Source of Germany's labor 
supply ? 

7. Extracting the sugar from beets. Refining. 

8. The value of the tops and pulp as stock feed. 

9. Why does the European farmer follow a beet 

crop with wheat or rye? 

10. The uses of fertilizers. 

11. Value of beet sugar crop per acre in Germany. 

Compare with corn and hay crop in the 
United States. 

C. Wheat. 

Locate the wheat producing regions of North 
America and South America. Climate of these 
regions. The wheat producing countries of 
Europe; Russia, the Danube countries, France, 
Germany. Compare harvesting methods in 
Europe with those of the United States. The 
use of American made harvesting machinery. 
Odessa as a wheat port. Does France raise 
enough wheat to supply her needs? Sources of 
wheat imported into the United Kingdom ? Into 
Germany ? 

D. Flax. 

The production of flax for the seed in the United 
States. Uses of seed. Flax fiber producing 
countries of Europe; Russia, Belgium, Ireland. 
Why suited for growing flax? Growing and 
harvesting flax for fiber. Freeing the fiber from 
the stalk. Why is Ireland well suited for the 
manufacture of linen? Linen weaving centers. 
Value of imports of flax from Russia to Ireland. 
Relation of the linen weaving industry to the 
coal supply of England. 

ee 



E. The Fishing Industry. 

Locate the cod, salmon and oyster fishing regions 
of North America. European countries engaged 
extensively in fishing; Norway, Sweden, Nether- 
lands, England and France. Fishing centers of 
these countries. Locate the fishing areas of the 
North Sea. The life of the North Sea fisherman. 
Kinds of fish taken. Fish exporting countries. 
Deep sea fishing as a training for the navy and 
the merchant marine. Why are so many Nor- 
wegians engaged as fishermen or sailors? 

F. Dairy Products. 

The most important butter and cheese producing 
countries of Europe ; Holland and Denmark. Ad- 
vantages of these countries as producers of 
butter and cheese. Value of attention to details. 
Need for intensive agriculture. Why do these 
countries find it profitable to import food for 
their cattle? Countries receiving dairy product 
exports. 

G. Olives. 

Where are olives produced in the Unted States? 
Climate of this region. European countries pro- 
ducing olives ; Spain, Portugal, Italy, Greece and 
Turkey. Temperature and rainfall in these 
countries. The growing of olives. Olive oil as 
a food. Other food producing trees of the semi- 
arid peninsulas of Southern Europe. Olive oil, 
fig, date and citrus fruit exporting cities of the 
Mediterranean countries. 

H. Iron and Coal. 

Locate the iron and coal producing areas of the 
United States. Name three important steel 
manufacturing cities of the United States. Iron 
and coal producing countries of Europe ; England, 
Germany, Belgium and France. Compare these 
countries as producers of iron and coal. Why 
does not Sweden make more use of her deposits 
of fine iron ore? Why is the population densest 
in or near the iron and coal regions? Name the 
manufactured products of such regions? How 
do these countries overcome their shortage of 
food? Why did Germany wish to keep Alsace- 
Lorraine? Iron manufacturing cities of Eng- 
land? Of Germany? Of Belgium? Of France? 

I. Minor Topics ; Grapes, Salt, Silk, Toys. 

27 



J. A General Survey of Europe. 

1. Study the position of Europe with relation to 

the other continents. Compare the coast 
line of Europe with that of North America. 
Of South America. Of what advantage is 
Europe's position and coast line ? What are 
the advantages of the island location of 
Great Britain? 

2. Trace the irregular mountain ranges of Europe. 

Notice the great plain of Russia, the Danube 
Valley, the northward sloping plain of Ger- 
many, and the Low Countries, the westward 
and southward sloping plains of France. 
Point out the great rivers of these plains. 
Value of these rivers as highways of trade. 
Notice how the mountains, deep indenta- 
tions and peninsulas have helped to divide 
Europe into many countries. How does a 
surface like that of the Balkan region hinder 
progress ? How have the Alps helped Swit- 
zerland to keep her independence ? Of what 
other uses are the Alps to Switzerland ? 

3. Compare the climate of Western Europe with 

that of Eastern North America in the same 
latitude. Why the difference? Compare 
the climate of Eastern Europe with that of 
Western Europe. Why has Norway a 
warmer climate than Sweden? How do 
the Alps affect the climate of Italy? What 
is the best kind of climate for men to live in ? 

4. Name the four most important colonial posses- 

sions of Great Britain. What are the most 
important raw materials received from each 
of them ? What does Great Britain send to 
her colonies? The colonial possessions of 
the Netherlands. Her colonial trade. Value of 
the Belgian Congo. French colonial posses- 
sions in Northern and Western Africa. 

At the end of the 6-B semester the pupils should have a 
knowledge of: 

The location of the great food and raw material 
producing regions of Europe and their relation to the 
climate, surface, transportation facilities, and to the 
lives of the people. 

28 



The location of the great manufacturing regions 
and their relations to sources of raw material, trans- 
portation facilities, and markets. 

The location, relative size, and importance of the 
countries of Europe. 

The location and importance of the great industrial 
and commercial cities, the great sea ports and the cap- 
ital cities of the leading countries. 

The general location and value of the more im- 
portant colonial possessions of the countries of Europe. 



29 



Pupils' Reference List 



Author 


Book 


Publisher 


Allen 


Geographical and Industrial 
Studies, Europe 


Ginn & Co. 


Atwood 


Geography 


Ginn & Co. 


Blaich 


Three Industrial Nations 


American Book Co. 


Buckbee 


Europe and Its People 


American Book Co. 


Carpenter 


How the World is Clothed 


American Book Co. 


Carpenter 


How the World is Fed 


American Book Co. 


Chamberlain 


How We Are Fed 


Macmillan Co. 


Chamberlain 


How We Travel 


Macmillan Co. 


Coe 


Modern Europe 




Davis, Hufi^hes 


Brief Commercial Geography D. C. Heath & Co. 


Hale 


Stories of Industry 


Little, Brown & Co, 


Hall 


Immigration 


Holt 


Herbertson 


Europe 


Black 


Lyde 


The Continent of Europe 


Macmillan Co. 


Winslow 


Europe 


D. C. Heath & Co. 



Teachers* Reference List 



Chrisholm 


Smaller Commercial 
Geography 


Longmans, Green & Co, 


Crissey 


The Story of Foods 


Rand, McNally & Co. 


Fairchild 


Immigration 


Macmillan Co. 


Hall 


Immigration and Its Effects 
on the United States 


Holt 


Huntington 


Civilization and Climate 


Yale University Press 


Huntington and 
Gregory 


Geography of Europe 


Yale University Press 


Huntington and 
Gushing 


Principles of Human 
Geography 


J. Wiley & Sons 


Kinney and 
Cooley 


Shelter and Clothing 


Macmillan Co. 


Roberts 


The New Immigration 


Macmillan Co. 


Smith 


Commerce and Industry 


Holt 


Ward 


Climate 


Putnam & Sons 



SO 



GRADE 6-A 
A Detailed Study of Asia, Africa and Australia 
I. PURPOSE AND METHOD. 

In the work of the previous grades the pupils have ap- 
proached the study of a country or continent by following 
some well-known commo 'ity from their homes to the distant 
places of production. The discussion of the production of 
the commodity had always included an account of the geo- 
graphical conditions of the soil, surface and climate of the 
region, together with a study of the other productions of the 
region and of the people. In this way the children have 
developed a sense of man's dependence upon his environment 
and the dependence of nations upon each other. In the earlier 
grades the movement has always been from the end product 
with which the child has some first-hand experience, back 
to the geographical conditions surrounding the production; 
that is, from the effect to the cause. 

The pupils have now reached a stage in their develop- 
ment when it is possible for them to begin the study of a 
country with a simple sketch of the fundamental, geograph- 
ical facts of the surface, climate and relative location. This 
should be followed by a study of occupations, habits and 
customs of the people which grow out of these geographical 
conditions. It should be made clear to the pupils that this 
is a new method of work, and that they are able to use this 
new method because of their experiences in the earlier 
grades. 

The purposes of the work of this semester are : To help 
the pupils to get clear pictures of the geographical conditions 
uniler which the peoples of these continents live; to under- 
stand how the people react to their surroundings; and to 
bring out the commercial and political relations of the peo- 
ples to the great nations of the world. 



II. 





Asia 


SUGGESTED TOPICS. 


A. 


A preliminary study. 


B. 


A general survey of Asia. 


C. 


Central Asia and its people, 


D. 


Siberia. 


E. 


Japan. 


F. 


China. 


G. 


India. 


H. 


Southeastern Asia. 


I. 


Southwestern Asia. 



»1 



III. ILLUSTRATION. 

A. Preliminary Study. 

What two Asiatic peoples do we know best ? Why 
are Chinese immigrants unwelcome in the United 
States ? Why must Japan find an outlet for her 
people? Why are these people not wanted in 
California ? Does Japan have any possessions on 
the mainland of Asia? Why is China afraid of 
Japan ? Notice the long chain of islands extend- 
ing from Japan to Australia. Why are we espe- 
cially interested in the Philippine Islands? 
Would the control of these islands be of any value 
to Japan? 

B. A General Survey of Asia. 

Study the position of Asia with relation to the 
other continents, the Pacific, the Arctic and the 
Indian Ocean and the zones. Compare the coast 
line of Asia with that of Europe. What are some 
of the disadvantages of living far from the ocean 
with no railroads or navigable rivers ? What are 
the advantages of a deeply indented coast line 
like that of Europe? 

Trace the great mountain systems of Asia. Notice 
that the long slope is toward the north; locate 
other slopes. What are the disadvantages of 
having so many of the great rivers flow into the 
Arctic Ocean? Notice how the great mountain 
ranges, plateaus and deserts make communica- 
tion difficult. Compare the latitude of Asia with 
that of North and South Amercia. Compare the 
temperature. Study a rainfall map and a popu- 
lation map of Asia. What seems to be the rela- 
tion of population to rainfall in this continent? 
Do we find the same relation in South America? 

C. How the Khirghis of Central Asia Respond to Their 
Environment. 

1. Central Asia. 

a. Location. Between Caspian Sea and Mon- 

golia. Notice great distance from ocean 
and absence of navigable rivers. Sur- 
rounded by deserts and high plateaus 
except on the north. How will such a 
location affect communication? With 
what nation will it be easiest to trade? 

b. Surface. Level, barren plain in the north ; 

mountainous in the south. 

S2 



c. Climate. Temperature (Latitude 42*). 

Rainfall slight on plains, and in summer 
only. Heavy snows on mountains in 
winter. 

d. Vegetation. Short grasses on plains. Trees 

on mountains; thick grasses above the 
tree line. 

2. The people of Central Asia. 

a. What use do the people of the United 

States and of Argentine make of the 
semi-arid plains? 

b. Occupations of the Khirghis men. How 

they care for their horses, camels, cattle, 
sheep and goats. 

c. Occupations of the women. 

d. Location of summer pasture. Of winter 

pastures ? Why ? 

e. Kind of homes. Why ? Furniture and tools. 

f. Food. (Meat, sour milk, butter, cheese). 

g. Clothing, 
h. Travel. 

i. Trade; animals, skins, wool and rugs ex- 
changed for flour, tea, guns and cotton 
cloth. ^ Effect of lack of transportation 
facilities. With what people is it easiest 
to trade? 

j. Why is it impossible to have a central gov- 
ernment ? 

k. Need of and opportunity for education. 
D. Siberia. 

Trace the Trans-Siberian Railroad from Vladi- 
vostok across Siberia and Russia to Petrograd. 
(As far as from Liverpool to San Francisco.) 
Why was the railroad built ? Make a list of the 
rivers of the world which are 2,000 miles or more 
in length. How many are in Siberia? Compare 
the surface, soil and climate of Siberia with that 
of Canada and Northwestern United States. How 
will the crops compare? What are the natural 
resources of Siberia? What is the probable in- 
dustrial future of Siberia? 

83 



E. Japan. 

Extent; from 20* to 50* north latitude (as far 
as from Cuba to Newfoundland). The great 
range of climate. Disadvantages of the surface. 
Productions. Advantages and disadvantages of 
an island empire. The gi'eat importance of 
fisheries. Natural resources. The recent indus- 
trial devebpment of Japan. The great industrial 
cities and their people. The peasants. The dense 
population. Houses. Imports and exports be- 
tween Japan and the United States. 

F. The Chinese Republic. 

China, Tibet, Turkestan, Manchuria and Mongo- 
lia. Compare these divisions of the Chinese Re- 
public as to climate, surface, soil, and transporta- 
tion facilities. Why do these regions vary so 
greatly in industries, productions, mode of liv- 
ing, and density of population? Notice how the 
Chinese Republic is surrounded by high plateaus 
and mountains. How has this isolation affected 
her civilization? The great rivers as trade 
routes. Life in the great cities. Intensive agri- 
culture on the fertile plains. Exports. Natural 
resources; why undeveloped? The industrial 
future of the Chinese Republic. Our relations 
with China. 

G. India. 

Location. Notice the great length from north to 
south. How much lies within the torrid zone? 
Effect of the Himalaya Mountains upon com- 
munication, temperature, rainfall, rivers, and the 
water supply for irrigation. Why are the great 
rivers in the north? What are the monsoons? 
Famines caused by failure of the monsoons, lack 
of transportation, and dense ponulation. The 
great irrigation works. Nine-tenths of the peo- 
ple live by farming. Productions. Agricultural 
methods. Life in the great cities. Government. 
Religions. The Caste System. What is Eng- 
land doing to improve conditions in India? 

H. Southeastern Asia. 

A great peninsula. Divisions and governmental 
control. Compare this peninsula with India as 
to size, temperature, rainfall, and surface. The 
great rivers as means of communication. Prod- 
ucts of the tropical jungle. Animal life in the 

S4 



jungle. Products of the soil. The production 
of spices. Life of the Burmese farmer. Ex- 
ports. Rangoon, Singapore and Bankok. 

I. Southwestern Asia. 

Asia Minor. Arabia, Persia, and Palestine. 

1. Location of Asia Minor. Divisions of the 

peninsula. What is the important occupa- 
tion of a people living in a region of poor 
soil, mild temperature and slight rainfall ? 
Exports; Wool, goat's hair, rugs, figs, 
dates and olive oil. The port of Smyrna. 

2. Persia and Arabia, Trace the great desert 

region across northern Africa, Arabia, 
Persia and northeastward to the Pacific. 
Locate the great river valley oasis of 
Mesopotamia. 

NOTE— This great desert region affords a strikingly uniform 
environment throughout its whole extent. See outline for 
the study of the Sahara. Page 37. 

3. Palestine. Trace the desert rim along the 

Mediterranean shore of Africa across 
Palestine and eastward toward the Cas- 
pian Sea. Productions; Wheat, barley, 
figs, olives, dates and wool. For ages this 
desert rim has been subject to raids by the 
desert dwellers. Why? Why are we in- 
terested in ancient Palestine? The inter- 
esting places of Palestine. 

In the foregoing study of the continent of Asia the 
pupils should have acquired : 

Definite ideas of the climate of the regions studied 
as affected by latitude, altitude and great water bodies 
together with the clear notions of how climate affects 
the lives of the people. 

Definite ideas of the extensive highlands and im- 
portant plains of the continent with their great drainage 
systems. The pupils should understand how elevation, 
isolation or accessible tra:'e routes, and the productivity 
of the soil affect the development of culture and the life 
conditions of the people. 

A knowledge of the location of the political de- 
pendencies and the independent nations of the conti- 
nent ; the location of the cities, rivers, islands, and trade 
routes with which the pupils have become familiar. 

9S 



Africa 

II. SUGGESTED TOPICS. 

A. A preliminary study. 

B. A general survey of Africa. 

C. The Sahara Desert. 

D. The Congo Region. 

E. British Africa. 

III. ILLUSTRATION. 

A. A Preliminary Study. 

Account for the large negro population of the 
United States. Why is the greater part of this 
population in the South? What are the causes 
of the movement of negroes to the industrial 
centers of the North? 

B. A General Survey of Africa. 

The location of Africa with relation to the other 
continents and to the zones. Why has Africa been 
so little affected by the civilization of Europe? 
Notice that the desert barrier, the unfavorable 
climate, the regular coast line and falls which 
prevent navigation of rivers. Why does a climate 
like that of Africa retard the progress of the peo- 
ple ? What are the bad effects of being able to live 
without work? The native populations of the 
Congo, the Sahara, South Africa. Look at a rain- 
fall map of Africa and locate the tropical forest 
region. Locate the Sahara. Locate the semi-arid 
regions of Africa and compare occupations of the 
people with those of the great grass land region 
of Asia, North America, and South America. No- 
tice that Africa is a great plateau without impor- 
tant mountain ranges nor extensive low plains. 
Locate the possessions of the European nations. 
Advantages and disadvantages of these claims to 
the natives and to the countries themselves. 
Value of German East Africa to England. Locate 
the Cape-to-Cairo Railroad. How much is built? 
Why do most of the white people live in the 
British possessions ? Location and importance of 
the Suez Canal. 

16 



C. The Sahara Desert. 

1. Size; nearly as large as Europe. Extent; from 

the Atlantic to the Red Sea; from Sudan to 
the Mediterranean countries, which are 
practically a part of the desert. What is 
the cause of this great dry area? Tempera- 
ture. 

Surface; level, sandy plains, dunes and low 
rocky hills. Soil very fertile where water is 
present. 

Desert vegetation; scattered shrubs, grass 
when rain falls. Oases and their vegetation. 
Natural resources; absent or undeveloped. 

2. The people of the Sahara. 

a. Will such a region support many people? 

b. Occupation; tending sheep, goats, donkeys 

and camels. Why must the owner keep 
moving ? What will he do when he hears 
of a shower a day's journey away? 

c. The home of the desert nomad. 

d. Furniture and tools; property. 

e. Desert travel. Caravans. Trade. 

f . Character of the people ; brave, lazy, thiev- 

ing, hospitable, generous. Why? 

g. Will it be possible to have a central govern- 

ment? What form of government is 
best suited to these scattered people ? 

3. Egypt ; a great oasis in the desert. 

Study a rainfall map of Africa. Notice the 
heavy seasonal rainfall around the sources 
of the Nile River. Surface of the region 
along the lower Nile. Effect of overflow and 
silt deposit. Formation of the delta. Value 
of the great irrigation works. The Assuan 
Dam. Productions. Why does England en- 
courage the growth of cotton? Of what 
value will the Cape-to-Cairo railroad be to 
Egypt? Why did Egypt develop a civiliza- 
tion so long ago ? Why has Egypt been con- 
quered by so many nations? Compare Me- 
sopotamia and Egypt. 

87 



D. The Congo Region. 

Locate the torrid zone. What is the cause of the 
heavy rainfall in this region? Compare the sur- 
face with that of the Amazon Valley. The Congo 
River as a transportation route. Natural re- 
sources and productions. Value to Belgium. The 
Congo negro. Belgian rule of the natives. The 
labor problem of the Congo country. 

E. British Africa. 

Notice the immense size of the British posses- 
sions. Surface. The great range of tempera- 
ture. Rainfall. Drainage. Of what value are 
the great semi-arid plains? Mineral and agri- 
cultural productions. Can a white population 
live in all parts of British Africa? The Kim- 
berly mines. Johannesburg. Why are the great 
coal deposits of South Africa undeveloped ? Why 
is Cape Town such an important city? 

In the study of Africa the pupils should have acquired : 
A knowledge of the climate of the continent; how 

the climate affects the lives of the natives ; how it delays 

European occupation over large areas. 

An understanding of the effect of desert barriers 

and unfavorable contour upon the development of the 

continent by Europeans. 

A definite knowledge of the location of the cities, 

rivers, productive areas, and trade routes with which 

the pupils have become familiar. 

Australia 

A. The Geography of Australia. 

1. Study the location of Australia with relation 

to Asia, Africa, North America and South 
America. Notice the long chain of islands 
extending northward toward Asia. How does 
the climate of these islands compare with 
that of Australia ? Productions. 

2. Compare the coast line of Australia with that 

of Africa. Size and shape ; nearly the same 
as the United States. Surface; most even 
of the continents ; saucer shaped. 

8. Study a rainfall map of Australia and try to 
account for the rainy, semi-arid, and desert 
regions. How much of Australia is in the 
torrid zone? Why are most of the rivers 
short? 

as 



B. How the People of Australia Respond to the Loca- 
tion, Surface, Climate, and Natural Resources of 
Their Continent. 

1. What is the leading occupation of all semi-arid, 

grassy regions ? Productions of this region ; 
wool, hides, mutton, and beef. 

2. Occupations and productions of the tropical 

regions. 

3. Occupations and productions of the eastern 

coast. 

4. Natural resources ; gold and copper. 

5. Why is Australia an exporter of raw material ? 

What country buys the most of this raw ma- 
trial? Why? Her dependence on rapid 
ocean transportation. How are fresh beef 
and mutton shipped to England? 

6. Compare Australia with British Africa as a 

"white man's country." 

7. Why are all the large cities situated along the 

eastern and southeastern coast? 

8. Compare Australia with surrounding islands as 

to climate, productivity, and people. 



SO 



Pupils' Reference List 



Author 


Bock 


Allen 


Geographical and Industrial 
Studies; Asia 


Carpenter 


Austvalia, Our Col nies and 
Other Islands of the 
Sea 


Carpenter 


How the World is Clothed 


Carpenter 


How the World is Fed 


Chamberlain 


How We are Fed 


Chamberlain 


How We Travel 


Davis, Hughes 


Brief Commercial Geography 


Redway 


All Around Asia 


Winslow 


Distant Countries 



Publisher 
Ginn & Co. 

American Book Co. 
American Book Co. 
American Book Co. 
Macmillan Co. 
Macmillan Co. 
D. C. Heath & Co. 
Scribner's Sons 
D. C. Heath & Co. 



Teachers' Reference List 



Chrisholm 


Smaller Commercial 
Geography 


Longmans, Green & C 


Clement 


A Handbook of Modern 
Japan 


McClufg & Co. 


Crissey 


The Story of Foods 


Rand, McNally & Co. 


Hedin 


Through Asia 


Harper Bros. 


Huntington & 
Gushing 


The Pulse of Asia 


Houghton, Mifflin Co 


Huntinorton & 
Gushing 


Principles of Human 
Geography 


J. Wiley & Sons 


Kinney, Cooley 


Shelter and Clothing 


Macmillan Co. 


Smith 


Commerce and Industry 


Holt 


Ward 


Climate 


Putnam & Sons 



40 



GRADE 7-B 

I. PURPOSE AND METHOD. 

A complete study of the western hemisphere, with 
emphasis on the United States, through a survey of the 
more fundamental physiographic forces on which the indus- 
tries of the different regions depend. 

The knowledge the pupils have already acquired of the 
great natural forces, physiographic, meteorological, etc., 
should be gathered up, organized and extended sufficiently 
to explain the differing conditions found on the earth's sur- 
face. The knowledge of the industries and people of this 
region should be recalled. In the study of any topic the re- 
sult should be a clear understanding of the ways in which 
these fundamental forces influence the lives of the people. 

The regions selected should not be too small as most of 
the conditions to be considered as temperature, winds, ocean 
currents, etc., are operative over wide areas. 

The study of political geography should never lose con- 
nection with the distribution of population and industry. 
Location and relative position of states and countries should 
be carefully considered. 

The map study should include the making and use of 
maps; rainfall, products, population, etc. For the larger 
geographic features, physical maps, including special maps 
of temperature, winds, and United States weather maps, 
should be used to the capacity of the pupils. For this work 
many of the facts n^ed only be recalled from previous stu- 
dies. The pupils should be fairly independent as to point 
of attack and they should be able to collect groups of facts 
to be compared, combined and organized to bring out causal 
relations. 

The general topic of a "survey" as illustrated below, 
should be presented as a problem to be studied. Most of the 
subordinate questions may be brought out by the pupils in 
class discussions. Any others needed may be supplied by 
the teachers. 

North America 

n. SUGGESTED TOPICS. 

A. The Great Central Plain from the Gulf Coast to the 
Arctic Ocean. This is a region where the 
primary industries (the production of raw mate- 
rials) dominate. Geographic conditions are 
simple, and easily understood and yet there is 
sufficient contrast. Fortunately, Chicago is the 
center of this region. 

41 



B. The Applachian Highlands and the Atlantic Coastal 

Plain. In this region the geographic conditions 
are not complicated. There is a great variety of 
occupations with manufacturing and commerce 
predominating. It is closely associated with Chi- 
cago. 

C. Western Highlands from Alaska to Panama. Here 

are geographic conditions very complicated and 
there is a great variety of industries and condi- 
tions of life. 

D. Dependencies of the United States. 

III. ILLUSTRATION. 

A. The Great Central Plain of North America. 

1. General survey; the physiographic conditions. 

a. Temperature; latitude and its effect on 

temperature. Organize the pupils' ob- 
servations on the length of day and the 
angle of the sun's rays during the differ- 
ent seasons. Use maps of temperature 
to the capacity of the pupils. 

b. Winds; prevailing winds and their effects. 

Beginning with the pupils' knowledge of 
the local weather changes and the shift- 
ing winds of this region, study the 
changes on successive weather maps and 
develop the idea of the cyclonic move- 
ment sufficiently to explain the distribu- 
tion of the rainfall of the region. Simple 
maps of winds as given in the text books. 

c. Surface ; elevation and its effect on 

temperature, winds and rainfall. Water- 
she s and slope of the land. Drainage. 
Return of water of rainfall as surface 
and ground water by rivers to the ocean. 
To the atmosphere by evaporation. 
Ground water and the Great Lakes. 

d. Effects of combinations of these great 

forces of nature. Select sections that 
differ in heat, rainfall, etc., and study 
the cause of the differences. 

2. Survey of the plant life of the region. 

The following are some of the topics to be con- 
sidered. Pupils should be encouraged to 
suggest as many as they can : 

42 



a. Where do we get our fresh fruits and vege- 

tables from during the winter? 

b. What other things can the people of the 

South raice that we cannot? Why? What 
is meant by subtropical climate ? 

c. Why does this section have an abundance 

of rainfall? Do the Appalachian moun- 
tains affect our rainfall ? Why ? 

d. Moving north from the Gulf, what changes 

do we find in temperature, rainfall, winds 
and surface that affect plant life and 
agricultural products ? 

(1) Why is the South suitable for the 

growing of rice? Cultivation of 
swamp and upland rice. 

(2) What great textile product is 

grown in the South? Recall 
studies of corn in 5-A. 

(3) As we move north what changes in 

cereals are found? Where do 
the Canadians stop farming and 
why? Recall study of wheat in 
5-A. 

e. Other agricultural products 

f. What kind of people live in the far North? 

g. Looking back try to name in order of im- 

portance the changes in plant life from 
north to south; from east to west. 

h. Study the causes for these changes. 

3. Survey of the animal life of this region. 

a. What animals are raised and used in the 

great Central Plain? 

b. What and how are they fed? Forage, 

hay, oats, etc. Range feeding on the 
western plains. 

c. Moving northward how does the care of 

animals change? 

d. Before the white man came what animals 

lived in this region? Buffalo, Antelope. 

4S 



4. Survey of the natural resources of this region. 

a. What are the great natural products of this 

region. Recall studies in 5-A. 

b. Beginning in the South make a brief study 

of the forests as they are and were. Why 
are there few forests in the western part 
of the Great Plains and in the very far 
North? 

c. In the same way locate the important min- 

erals of this region; iron, coal, copper, 
petroleum, natural gas, zinc, lead and 
salt. 

d. What food do we get from the waters of 

the region? Importance of the fishing 
industry. 

e. What kind of natural products are affected 

by climatic conditions? 

5. Survey of the manufactures of the region. 

a. What is done with most of the products 

of this region; the cotton, com, wheat, 
iron ore, lumber, fruits, etc.? 

b. How is the distribution of factories affected 

by climate, neaniers of raw material, 
transportation facilities, power, and the 
labor supply? Why is there so little 
water power in this region? Is trans- 
portation difficult? 

c. Does this region use up all the raw material 

it produces? Disposition of surplus. 

6. Survey of population and social conditions. 

a. Where in this region is the population most 

dense ? Why ? 

b. Find the ten largest cities and give reasons 

for their locations. What is a commer- 
cial city ? A manufacturing city ? Why 
are many cities both? 

c. How do you address a letter to anyone in 

the United States ? Why do you use the 
state name? 

44 



d. How are state boundaries located? Is it 
important and convenient for a citizen 
of the United States to know location, 
size, and relative importance of the 
states ? Some of the products and the im- 
portant cities of each state ? 

B. Eastern Highland, Atlantic Plain, and Adjacent 
Ocean. 

1. Sui-vey of physiograuhic conditions. Compare 

with the Central Plain. Effect of mountains, 
oceans, and ocean currents. 

2. Survey of plant life. Vegetation and agricul- 

ture from Florida to Maine. Compare with 
Great Central Plain. 

3. Survey of natural resources. Coal, iron, clay, 

lumber, quarry products, fish, salt, water 
power. Their relation to manufacturing. 

4. Survey of manufacturing. Steel products, tex- 

tiles, leather, etc. Reasons for location, as 
dependent upon sources of raw material and 
power, transportation facilities, domestic 
and foreign market, and labor supply. Com- 
pare with the great Central Plain, 

5. Survey of commerce. Conditions which 

develop commerce. Highways of commerce, 
mountain barriers ; mountain passes and the 
railroads. Mohawk Valley and the Erie 
Canal. Foreign and coastwise commerce. 
Panama Canal. 

6. Political geography. The study of the states 

and countries as political divisions should be 
continued. 

C. Western Highlands from Panama to Alaska, Pacific 
Coast and Adjacent Ocean. 

1. Striking physiographic differences. Compare 

other regions. A mountainous region 
throughout. Study elevations. Tempera- 
ture as affected by latitude, elevation, ocean 
currents. Rainfall, arid and semi-arid sec- 
tions, the great basin. 

2. Vegetation and agriculture as affected by lati- 

tude, elevation, rainfall, soil, etc. Dry farm- 
ing and irrigation. The great variety of 
products. 

45 



3. Animals, wild and domestic, of the different 

sections. 

4. Natural products ; small amount of coal except 

in Alaska. Mining cities and transportation. 

5. Commerce. The mountain barriers. Engineer- 

ing feats. Pacific Coast cities. Harbors. 
Foreign and coastwise trade. Panama Canal. 
Transcontinental railroads. 

6. Other occupations. Salmon fishing, canning, 

lumbering. 

7. Political geography. Study of states and coun- 
tries should be completed. 

D. Dependencies of the United States. Location of 
each. Climate, resources, people. Relation to 
the United States, imports and exports. 

South America. 

A regional study of the continent following the plan as 
outlined for North America. 

A. General Survey. Compare with North America in 
studying the following topics: 

1. Size, shape, position, coast line. 

2. Temperature; the tropic as contrasted with 

temperate zones north and south. Effects 
of elevation in the Andes. 

3. Winds; trade winds in contrast with the vari- 

able winds of the temperate zones north and 
south. Zone of calms. Effect of trades on 
the rainfall east and west of Andes. Sea- 
sonal movement north and south caused by 
the revolution of the earth, developed suffi- 
ciently to explain wet and dry season of the 
tropics. 

4. Surface; Amazon Plain contrasted with plains 

in sub-tropic and temperate regions north 
and south. Its size; its very gradual slope. 
Andean wall and its effects on rainfall in the 
tropics. In the temperate zones. Rivers 
east and west of the Andes. 

46 



B. The Great Central Plain. 

Recalling studies of previous grades compare 
with North America as to relative extent ; eleva- 
tion; surface; temperature; rainfall of different 
parts. Plant and animal life; natural resources. 
Recalling studies of previous grades study prod- 
ucts, industry. Conditions of life, and degi-ee of 
progress of the people. Note the effects of 
excessive heat and rainfall and differences be- 
tween the region of trade winds and regions of 
prevailing westerlies north and south. 

C. The Atlantic Highlands and Adjacent Ocean. 

Natural resources. Again comparing with North 
America consider relative size, height and effects 
of these highlands. The character of the coast 
line and ocean currents. 

D. The Andean Highlands. 

Again comparing with North America consider 
width, height, effect on climate, natural re- 
sources, products, lives of the people. Note the 
effect of the great elevation and impassability 
of these mountains. 

This study should give the pupils : 

A comprehension of the general effects of latitude 
from the equator. A working knowledge of the wind 
belts and the effects of prevailing winds, as modified by 
elevation. 

Some knowledge of the effects of these great 
natural forces on human beings and the dependence of 
man upon these forces. An understanding of the dis- 
tribution of population and the relative progress of dif- 
ferent peoples through a consideration of such topics 
as : Effects of extreme conditions of heat, cold, rainfall, 
elevation; abundance or absence of natural products; 
difficulties of communication due to mountain barriers; 
lack of harbors; healthful or unheal thful climate. 



47 



Pupils' Reference List 



Author 

Allen 

Adams 

Atwood 
Keller, Bishop 
Bowman 

Carpenter 

Chamberlain 

Chamberlain 

Davis, Hughes 

Fairbanks 

Fisher 

Rumisel 



Book 

Geographical and Industrial 
Studies — United States 

Elempn^^ary Commercial 
Geography 

Geography 

Commerce and Industry 

South America, a 

Geographical Reader 

Foods and Their Uses 

How We are Fed 

How We Travel 

Brief Commercial Geography 

Western United States 

Resources and Industries of 
the United States 

Industrial Commercial 
Geography of the 
United States 



Publisher 

Ginn & Co. 

Appleton & Co. 
Ginn & Co. 
Ginn & Co. 

Rand, McNally & Co. 
American Book Co. 
Macmillan Co. 
Macmillan Co. 
D. C. Health & Co. 
D. C. Health & Co. 

Ginn & Co. 

A. N. Palmer Co. 



Teachers' Reference List 



Adams 


Commercial Geography 


Appleton & Co. 


Brigham 


Commercial Geography 


Ginn & Co. 


Chrisholm 


A Smaller Commercial 






Geography 


Longmans, Green & Co. 


Crissey 


The Story of Foods 


Rand, McNally & Co. 


Dryer 


Elementary Economic 






Geography 


American Book Co. 


Haskins 


The Panama Canal 


Doubleday, Page & Co. 


Herbertson 


Man and His Work 


Black 


Hotchkiss 


Representative Cities of the 






United States 


Houghton, Mifflin Co. 


Huntington, 


Principles of Human 




Gushing 


Geography 


J. Wiley & Sons 


Lyde 


Man and His Markets 


Macmillan Co. 


Rocheleau 


Geography of Commerce and 




Industry 


Educational Pub. Co. 


Rocheleau 


Great American Industries, 






Minerals 


A. Flanagan Co. 


Rocheleau 


Great American Industries, 






Products of the Soil 


A, Flanagan Co. 


Rusmisel 


Industrial Commercial 

Geography of the United 


1 




States 


A. N. Palmer Co. 


Smith 


Commerce and Industry 


Holt 


Ward 


Climate 


Putnam & Sons 



48 



GRADE 7-A 

I. PURPOSE AND METHOD. 

The purpose of the work of this semester is to make a 
more comprehensive study of the Eastern Hemisphere than 
was possible in the 6-B and 6-A semesters. 

Making use of the experiences the children have already 
had the teacher should guide the discussion so that such 
general problems as those suggested in the illustration will 
arise. When these more general problems have been placed 
before the class the children will be able to suggest many of 
the more specific matters for investigation and discussion. 

The study of Europe should give the pupils a sense of 
the economic interdependence of all the people of the world. 
Since the significance of the political dependence of a large 
part of the Eastern Hemisphere upon Europe is also made 
prominent, the study of the other continents will require but 
little time. 

NOTE — It is not intended that any class will discuss all the 
problems suggested in the illustration. 

H. SUGGESTED TOPICS. 

A. Problems of location, climate, surface, coast line, 
drainage, national boundaries. 

B. Problems relating to plant life and animal life. 

C. Problems with relation to raw materials, manufac- 
turing, transportation and markets. 

D. Problems relating to population, social conditions 
and political conditions. 

E. Problems relating to the colonial possessions of the 
countries of Europe. 

in. ILLUSTRATION. 

A. Problems of Location, Climate, Surface, Coast 
Line, Drainage, National Boundaries. 

1. Location. Show that Europe is the most cen- 

trally located of all the continents. Compare 
with North America. 

2. Coast line. No part of Europe except Russia 

is more than 400 miles from sea. What are 
the advantages of this condition ? Show how 
the irregular coast line has helped to divide 
Europe into countries. Europe has one mile 

49 



of coast line to every 150 square miles of 
surface, while Africa has one mile of coast 
line to every 595 square miles of surface. 
What is the commercial value of such a 
coast line as that of Europe. What is the 
value of the shallow continental shelf ex- 
tending from Spain to Iceland? Why were 
Jugo-Slavia and Poland given sea ports by 
the Peace Treaty? Study the three coast 
lines of Russia and list the disadvantages 
of each. 

3. Surface. Trace the highlands across Europe 

and Asia. Notice that their general direc- 
tion is from west to east. Locate the Great 
Plain of Europe. Locate the smaller plains 
and river valleys. Notice that the great 
plain of Europe and Asia is broken only by 
the Ural Mountains. Notice that the winds 
from the Atlantic meet no obstructing moun- 
tains in Europe. 

4. Climate. Advantages of Europe's freedom 

from the extremes of heat or cold that hin- 
der the development of the other continents. 
Compare the size of the waste areas of 
Europe with those of North America; with 
those of Africa. Locate the three climatic 
regions of Europe; the western, the Medi- 
terranean and the eastern. Compare east 
coast and west coast climatic conditions as 
found in North America and Eurasia. 
Effect of latitude, altitude, prevailing winds, 
distance from the ocean, ocean currents and 
direction of mountain ranges upon the tem- 
perature and rainfall of these two conti- 
nents. Explain how the northeast trade 
winds cause the great desert region of Asia 
and Africa. The monsoons and the seasonal 
rains of southern and southeastern Asia. 
How do the east-west highlands make the 
temperature and rainfall more uniform for 
Europe than the north-south highlands do 
for North America? How would a chain of 
high mountains along the west coast of 
Europe affect the temperature and rainfall 
of the continent? How do the mountain 
ranges lying north of the Mediterranean 
countries affect the temperature of those 
countries ? Why ? 

50 



5. Drainage. Locate the great rivers of Europe. 

Why are the rivers of western Europe more 
valuable as trade routes than those of cen- 
tral and eastern Europe ? What commercial 
advantage would result if the Danube River 
flowed into the Mediterranean Sea? Value 
to commerce of the many connecting canals. 

6. National boundaries. Why are there so many 

different countries and languages in 
Europe? Compare with North America. 
How have deep indentations helped make 
independent nations ? The island nations of 
the world, Great Britain, Cuba, Japan. What 
mountains have helped to separate peoples? 
What rivers? Point out boundaries that 
are artificial. What are the advantages 
of a natural boundary? Disadvantages? 
Why did the Peace Treaty set up so many 
new nations in Europe? Study the bound- 
aries and decide which of these new coun- 
tries seems most likely to keep its inde- 
pendence. What conditions of surface help 
to keep Russia a united nation? What 
conditions tend to keep Siberia and Russia 
united? What conditions have a tendency 
to make several nations in this great plain? 

B. Problems Relating to Plant and Animal Life. 

1. Discuss the conditions of climate, surface and 

soil, markets and access to the sea which 
make it possible for certain European coun- 
tries to produce grains, flax, sugar, fruits, 
dairy products, meat, wine, or fish in excess 
of their own needs. 

2. Why does France place an import duty on 

wheat and flour? 

3. Why does Germany pay a bounty to producers 

of beet sugar? 

4. In what parts of Europe is market gardening 

an important occupation ? Why ? 

5. What factors changed England from an 

agricultural to a manufacturing country? 
Germany ? 

6. Why is Russia so largely agricultural? 

7. Discuss conservation of forests in Europe. 

61 



C. Problems with Relation to Raw Materials, Manu- 
facturing, Transportation and Markets. 

1. Compare England, Germany, France and Bel- 

gium as producers of iron ore and coal. Com- 
pare these countries as to their facilities for 
exporting the finished product. Steel manu- 
facturing centers of the four countries. 

2. Is the English or the American iron industry 

the better located to carry on an export 
business ? Which is better located to obtain 
food for a dense population? Why? 

3. Textile raw materials imported by Great 

Britain, and their sources. Present and 
possible future sources of cotton in the Brit- 
ish possessions. 

4. Make a table of Great Britain's food imports. 

Indicate sources as colonial or foreign, con- 
tinental or island, tropical or temperate. Do 
the same for Germany. 

5. Discuss the advantages of Great Britain for 

carrying on ship building. Discuss the rela- 
tion of Great Britain's navy to her carrying 
trade, colonial possessions and home food 
supply. 

6. Sources of the coal, raw cotton, silk and wool 

imports of France. How can they import 
raw materials and export the finished prod- 
uct at a profit? 

7. Why does the Peace Treaty require Germany to 

sell coal to France ? Why is a new French in- 
dustrial district being located near the Alps? 

8. What prevents Spain from developing manu- 

facturing ? 

9. Upon what facts may we predict a great indus- 

trial future for Russia? 

10. The great sea ports of Europe and their im- 

portant imports and exports. 

11. Are the railroads of Europe more important or 

less important than those of the United 
States? Why? 

D. Problems with Relation to Population, Social Con- 
ditions and Political Conditions. 

52 



1. study population, rainfall, production and phys- 

ical maps of Europe and decide why the 
population is most dense in the West. 

2. Why are the people of western Europe among 

the most vigorous in the world? 

3. Is Germany's location a good one or a poor one 

for a rapidly developing country ? Why ? 

4. Show that the control of the mouth of the 

Rhine would be of great value to Germany. 

5. Study a map of the North Sea and explain why 

it is easy for Great Britain to control the 
trade outlets to the ocean. 

6. Why is Great Britain anxious to protect Bel- 

gium? 

7. Show how such near neighbors as agricultural 

Russia and industrial Germany can be of 
great assistance to each other. 

8. Why are the Russian peasants so backward ? 

9. How do the rich history and beautiful scenery 

of the Mediterranean countries help the peo- 
ple to get a living? 

10. Study the effects of the textile industry, min- 
ing, fishing and the steel industry upon the 
lives of the people engaged in them. 

E. Colonial Possessions. 

1. Explain how the location, natural resources, 

energy of the people, need of raw materials 
and markets have helped Great Britain to 
expand the British Empire until it controls 
nearly one-fourth of the land surface of the 
earth. 

2. Discuss sources of raw materials, food and 

markets and decide whether or not the Brit- 
ish Empire is economically independent of 
the remainder of the world. 

3. Why are Canada, Australia, South Africa and 

the other British possessions given control 
of their home affairs? 

53 



4. France is the second colonial power of the 

world. Locate her colonies and tell why they 
are valuable to France. What does France 
do for them? Why is Marseilles the great 
colonial trade port of France ? 

5. Why has Germany been unable to secure and 

keep colonial possessions? 

6. How did Spain lose her great colonial posses- 

sions in the western hemisphere? 

7. The location, climate and exports of the colonial 

possessions of the Netherlands. 

8. Why was Russia willing to sell Alaska to the 

United States? 

9. The location and value of the Italian colonial 

possessions. 
10. The Belgian possessions in Africa. Location, 
climate, surface, exports and people. 

Asia 

The teacher should take a careful inventory of the 
pupils' knowledge of Asia gained in the 6-A semester. Using 
the study of Europe as a model the teacher should so guide 
the discussion of Asia that similar problems will arise. Spe- 
cial attention should be given to the discussion of topics re- 
lating to the people, social conditions and political conditions. 

Africa, Australia and Oceania 

After organizing the pupils' knowledge of these conti- 
nents and groups of islands, the teacher should direct the 
study of these lands as political dependencies of the colonial 
powers of Europe. Special attention should be given to a 
study of the habits and customs of the native populations. 

During the class discussions of this grade constant use 
should be made of all kinds of wall, text book, and out- 
line maps. 

Much attention should be given to the definite location 
of all the physical features, climatic regions, production 
regions, political divisions, trade routes, and cities which the 
work of the semester brings to the attention of the class. 
This work in place geography should not be relegated to 
isolated review or drill lessons. Map study should go hand 
in hand with the discussion of the suggested problems. 
When maps are really understood they are filled with life 
and meaning, and it should be the constant endeavor of the 
teacher to give these symbols all the meaning that the 
child's experience makes possible. 

64 



Pupils' Reference List 



Author 

Allen 

Allen 

Adams 

Keller, Bishop 

Blaich 

Carpenter 

Chamberlain 

Chamberlain 

Chamberlain 

Davis, Hughes 
Huntington 

Redway 



Book Publisher 

Geographical and Industrial 

Studies — Asia Ginn & Co. 

Geographical and Industrial 

Studies — Europe Ginn & Co. 

Elementary and Commercial 

Geography 
Commerce and Industry 
Three Industrial Nations 
Foods and Their Uses 
How We are Fed 
How We Travel 



Appleton & Co. 
Ginn & Co. 
American Book Co. 
American Book Co. 
Macmillan Co. 
Macmillan Co. 



The Continents and Their 

People — Africa Macmillan Co. 

Brief Commercial Geography D. C. Heath & Co 

A Geographical Reader — 

Asia 
All Around Asia 



Rand, McNally & Co. 
Scribner's Sons 



Teachers' Reference List 



Adams 

Brigham 

Chrisholm 

Crissey 
Dryer 

Hedin 

Herbertson 

Herbertson 

Huntington 

Huntington, 

Gushing 
Huntington, 

Gregory 
Huntington 
Lyde 
Rocheleau 

Smith 

Smith 

Starr 

Ward 

Van Breezen 

Van Breezen 



Commercial Geography 
Commercial Geography 
A Smaller Commercial 

Geography 
The Story of Foods 
Elementary Economic 

Geography 
Through Asia 
Man and His Work 
World and Australia 
Civilization and Climate 
Principles of Human 

Geography 
The Geography of Europe 



The Pulse of Asia 
Man and His Markets 
Geography of Commerce 
Industry 

Village Life in China 

Commerce and Industry 

Strange Peoples 

Climate 

Story of Japan 

Story of China 

55 



Appleton & Co. 
Ginn & Co. 

Longmans, Green & Co. 
Rand, McNally & Co. 

American Book Co. 

Black 
Black 
Yale University Press 

J. Wiley & Sons 
Yale University Press 



J. Wiley & Sons 
Macmillan Co. 



and 



Co. 



Educational Pub 

Revell & Co. 

Holt 

D. C. Heath & Co. 

Putnam & Sons 

American Book Co 

American Book Co 



GRADES 8-B AND 8-A 

NOTE— The detailed outline for 8-B and 8-A will be 
ready for distribution at the beginning of the second semes- 
ter of 1921-1922. It is intended that the following topics 
will be considered in these grades : 

A. The story of the development of trade and com- 

merce and the evolution of the means of trans- 
portation and communication. 

B. The industrial development of the United States. 

The United States as a great commercial power. 

C. Chicago as a great industrial and commercial cen- 

ter. 



06 



Pupils' Reference List 



Author 


Book 


Publisher 


Adams 


Elementary and Commercial 

Geography Appleton & Co. 


Bockert 


The A. B. C. of Iron and 
Steel 


Penton Pub. Co. 


Keller, Bishop 


Commerce and Industry 


Ginn & Co. 


Brigham 


Commercial Geography 


Ginn & Co. 


Casson 


Romance of the Reaper 


Doubleday, Page & Co, 


Casson 


Romance of the Steel 


Barnes 


Dryer 


Elementary Economic 
Geography 


American Book Co. 


Fisher 


Resources and Industries of 

the United States Ginn & Co. 


Huntington 


A Geographical Reader — 
Asia 


Rand, McNally & Co. 


Kinney, Cooley 


Shelter and Clothing 


Macmillan Co. 


McFarlane 


Commercial and Industrial 
Geography 


Sadler, Rowe 


Mill 


Our Inland Seas 


McClurg & Co. 


Price 


The Land We Live In 


Small, Maynard 


Robinson 


Commercial Geography 


Rand, McNally & Co. 


Rumisel 


Industrial and Commercial 
Geography of the U. S 


. A. N. Palmer 


Shaler 


Nature and Man in America Scribner's Sons 


Shaler 


Story of Our Continent 


Ginn & Co. 


Smith 


Commerce and Industry 


Holt 


Thomson 


From Cotton Fields to 
Cotton Mill 


Macmillan Co. 


Toothaker 


Commercial Raw Materials 


5 Ginn & Co. 


Trotter 


Elementary Economic 
Geography 


Macmillan Co. 



57 



Teachers' Reference List 



Author 

Bogart 

Brigham 
Brigham 

Brigham 

Day 
Farrand 

Fiske 



Book 



Publisher 



The Economic History of the 

United States Longmans, Green & Co. 

Essentials of Geography American Book Co. 

From Trail to Railroad Thru 

the Appalachians Ginn & Co. 

Geographical Influence in 
American History 

History of Commerce 

The Development of the 
United States 

How the United States 
Became a Nation 



Ginn & Co. 
Longmans, Green & Co. 

Houghton, Mifflin Co. 
Ginn & Co. 



Freeman, 
Chandler 


World's Commercial 
Products 


Ginn & Co. 


Gannett, 
Garrison 
Houston 


Commercial Geography 


American Book Co, 


Gilson 


Wealth of the World's Waste 

Places Scribner's Sons 


Gregory 


Checking the Waste. A 
Study in Conservation 


Bobbs, Merrill 


Herrick 


A History of Commerce and 
Industry 


Macmillan Co. 


Huntington, 
Gushing 


Principles of Human 
Geography 


J. Wiley & Sons 


Johnson 


Ocean and Inland Water 
Transportation 


Appleton & Co. 


Mill 


Searchlights on Some 
American Industries 


McClurg & Co. 


Patton 


Natural Resources of the 
United States 


Appleton & Co. 


Salisbury, 
Barrows, 
Tower 


Modern Geography 


Holt 


Sanford 


Agriculture in the United 
States 


D. C. Heath & Co. 


Semple 


American History and Its 
Geographic Conditions 


Houghton, Mifflin C 


Smith 


Industrial and Commercial 
Geography 


Holt 


Smith 


The World's Food Resources Holt 




58 





Author Book Publisher 

Talbot Railway Conquest of the , ^. „ ^ 

WTorld Lippmcott & Lc. 

Trotter The Geography of Commerce Macmillan Co. 

Van Hise Conservation of Natural 

Resources Macmillan Co. 

Ward Climate Putnam & Sons 

Waters The Essentials of r^' o r^ 

Agriculture Gmn & Co. 

Webster A General History of 

Commerce Ginn & Co. 

Wright Industrial Evolutions of the 

United States Flood, Vincent 

The Statesman's Year Book Macmillan Co. 

Geography of the World's 
Agriculture 



Farmers' Bulletins 
Year Book 
Consular Reports 
Forestry Circulars 



Dept. of Agriculture 
Dept. of Agriculture 
Dept. of Agriculture 
Dept. of Commerce 
Forest Service 



59 



HISTORY 



GRADE 4-B 

1. A brief study of the period of exploration and discovery 

and of aboriginal life in America — (a) Columbus, (b) 
Cabot and Vespucius, (c) Balboa and Magellan, (d) 
Cortez, (e) Pizarro, (f) Ponce de Leon and De Soto, 
(g) Cartier, (h) Drake and Raleigh. 

2. Virginia and the Southern Colonies. 

3. Massachusetts and the New England Colonies. 

4. A brief study of the civic activities, noting — (a) the 

policeman, (b) the fireman, (c) the water department, 
(d) the health department, (e) the post office. 

GRADE 4-A 

1. Dutch Settlements in New Netherlands. 

2. Pennsylvania and the Middle Colonies. 

3. French Explorers in America — (a) Marquette, (b) La 

Salle. 

4. Indian Troubles and the French and Indian War. 

5. A study of early Chicago and of Illinois, noting — (a) 

Marquette's visit, (b) Joliet, (c) George Rogers 
Clark, (d) Memorials to be found in the city as the 
Cahokia Courthouse, Marquette's Cross, the Fort 
Dearborn Monument. 

GRADE 5-B 

1. The beginning of the struggle for independence, through 

the biographies of leading men — (a) Patrick Henry, 
(b) Samuel Adams. 

2. The War in New England — (a) Paul Revere and 

Williams Dawes, (b) Joseph Warren and Samuel T. 
Prescott. 

3. The Revolution — (a) George Washington, (b) Nathan 

Hale, (c) Marquis de La Fayette, (d) Nathaniel 
Greene, (e) John Paul Jones. 

4. Pioneers of the Middle West and Expansion to the Miss- 

issippi — (a) Daniel Boone, (b) James Robertson, (c) 
John Sevier, (d) George Rogers Clark. 

60 



GRADE 5-A 

1. The New Republic and its early development — (a) 

George Washington, (b) Eli Whitney, (c) Thomas 
Jefferson, (d) Lewis and Clark, (e) Andrew Jackson. 

2. Internal Improvements — (a) Robert Fulton, (b) DeWitt 

Clinton, (c) Peter Cooper, (d) Samuel F. B. Morse. 

3. Expansion and Growth — (a) Sam Houston, (b) David 

Crockett, (c) John C. Fremont, (d) Kit Carson, (e) 
John C. Calhoun, (f) Daniel Webster, (g) Henry 

Clay. 

4. The Civil War — (a) Abraham Lincoln, (b) Robert E. 

Lee, (c) Jefferson Davis, (d) "Stonewall" Jackson, 
(e) J. E. B. Stuart, (f) Ulysses S. Grant, (g) 
William T. Sherman, (h) Philip H. Sheridan. 

5. Industries. 

6. Civics — How can foreigners become American citizens? 

How can boys and girls be truly patriotic? 

GRADE 6-B 

For the fuller comprehension of the essentials of Ameri- 
can history it is necessary that pupils should be made 
acquainted with World history as it has affected the begin- 
nings of American history and has influenced American 
institutions. 

Sixth grade pupils may not be mature enough to master 
the intricacies of European history, but they should be pre- 
pared from their study of history in previous grades to 
realize that American history is only a part of a larger whole. 

1. From a study of the prevailing conditions in regard to 

living, travel and general information a few centuries 
ago, pupils should be led to appreciate our indebted- 
ness to great inventors, explorers and immigrants. 

2. The Greeks, as leaders in Art, Architecture and Educa- 

tion. 

3. The Romans, as leaders in Civil Government. 

4. The Great Changes wrought in the Middle Ages. 

GRADE 6-A 

1. The beginnings of the monastic orders, and their influ- 
ence in preserving the literature of Greece and Rome, 

61 



2. The Crusades and their Reaction upon Europe and the 

New World. 

3. The Search for new Trades Routes and the Discovery of 

America. 

4. The Struggle for Supremacy between Spain, France, 

England and Holland. 

GRADE 7-B 

As a preliminary study, the geographical features of 
North America that have affected American history, should 
be emphasized. 

1. Its coast line, mountains and plains. 

2. Its climate, rainfall and drainage. 

3. Its Atlantic harbors and great river highways to the in- 

terior. 

4. Its resources in fisheries, fur-bearing animals, forest- 

products. 

1. Study of the settlements of the New World, made by the 

Spanish, the French, the English and the Dutch — 

(a) The motives which influenced them. 

(b) Conflicting claims. 

(c) Results in general. 

2. The growth of the English Colonies should receive spe- 

cial attention — 

(a) Industrial and social conditions, travel and 

transportation — 

(b) Government and the growth of the spirit of 

independence. 

(c) The French and Indian War. 

3. The beginnings of self-government in America ; problems 

in city government — 

(a) Inspection of milk and other foods. 

(b) The city sealer; weights and measures. 

(c) The License Bureau. 

(d) The Juvenile Court. 

62 



GRADE 7-A 

1. Current events. 

2. The struggle for independence — 

(a) British control of American trade. 

(b) Taxation without representation. 

(c) The First Continental Congress and the Decla- 

ration of Rights. 

3. The War in New England — 

(a) Lexington and Concord. 

(b) Bunker Hill and Boston. 

4. Independence and Confederation — 

The Bill of Rights and the formation of a government. 

5. Burgoyne's Campaign and the French Alliance. 

6. The Final Outcome — 

(a) Causes. 

(b) Conditions of the country. 

7. The Northwest Territory — the Ordinance of 1787. 

8. A brief survey of the history of our country from the 

adoption of the Constitution to the present time. 

GRADE 8-B 

1. Current events. 

2. Organization of Government under the Constitution — 

(a) Defects of the Articles of Confederation. 

(b) The Constitution; its formation; its character; 

its compromises. 

3. A rapid survey of events from 1789 to the present time. 

4. Civics — 

Outline and compare the duties of a National, a State 
and a City official located in Chicago. 

GRADE 8-A 

1. The growth of population, through immigration; the 

winning of the west ; the growth of cities. 

2. Territorial expansion and its effect on national develop- 

ment. 

3. Foreign relations ; the Monroe Doctrine. 

63 



4. Industrial expansion; inventions, discoveries, improved 

transportation, the growth of cities. 

5. The growth of governmental income and national 

wealth; the conservation of national resources; 
reclamation of arid regions; new theories and prac- 
tices in agriculture. 

6. Slavery; the tariff; the war between the states; recon- 

struction. 

7. Political parties and their great leaders ; principal issues ; 

accomplishments. 

8. Growth in popular education ; the public school system ; 

normal schools ; colleges and universities. 

9. The Great Nations of the World compared; govern- 

ments ; peculiar institutions ; popular characteristics. 

10. The United States as a world-power. 



64 



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